Compstat Report #2

Compstat Report #2

SCHOOL IMPROVEMENT GRANT ZONE

SHEFFIELD HIGH SCHOOL

Agenda• Academic Report

-Math-English/ Reading / Language Arts

• Non Academic Reports Attendance

-Week, 20-Day, Year (Students) Graduation

-Number of Seniors -Number of On-Time Graduates Summary Discipline -Referrals, Suspensions, Expulsions Interventions

- Stanford Math -Reading Plus -Kaplan

School DemographicsCurrent Enrollment 826-830

Special Education Population137 (Includes CDC, ED, Gifted, & Inclusion)

TCAP –Alt (Portfolios)5

English Second Language Population107 (96 last yr)Algebra I=19 English I=23 English II=24

Free and Reduced Lunch 78.2% (646)

9th 10th 11th 12th

Total216-224

Total227-231

Total199-195

Total184-180

Special Education (Full Inclusion) to be tested for EOC

9th 10th 11th 12th

Total 26/Eng I13/ Alg I

Total35/Eng II28/Bio

Total34

6/Alg II

Total33

Sheffield High Goals

English I English II Algebra I Biology0

5

10

15

20

25

30

35

40

45

50

3126.7

32.9

12

36

31.3

37.1

17

3733

39

18

4137

43

22

2011-12AMOSIGSheffield

%Correct

MedianState %ile

Avg.Scale Score

Advanced Proficient Basic Below Basic Totals

# % # % # % # % # %

Test 1 Results SHEFFIELD HIGH English II Grade HS (ABC)

Grade HS 47.0 25 1594 2 1.0 46 22.9 87 43.3 66 32.8 201 100

Test 2 Results SHEFFIELD HIGH English II Grade HS (ABC)

Grade HS 43.4 18 1606 1 0.6 34 21.0 49 30.2 78 48.1 162 100

English 2

http://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=7085&f_format=by_subject&f_subject=E2&f_grade=HS&state=grade&sk=7085&dk=111&sn=Sheffield%20High%20

http://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=7085&f_format=by_subject&f_subject=E2&f_grade=HS&state=grade&sk=7085&dk=111&sn=Sheffield%20High%20

A B A B A B A BAdvanced Proficient Basic Below Basic

2 1

46

34

87

49

66

78

Discovery Assessments English II A & B

English II

ENGLISH II

Grade HS English 2

Test 1 to Test 2 Regression

The Self-Directed Improvement System™ SDIS™ | Action PlanReading/Language Arts

Jackson 1 Branch 1 Jackson 2 Branch 20%

20%

40%

60%

80%

100%

20%

4%16%

5%

18%

13%

13%

2%

32%

24%

29%

15%

28%

28%

33%

35%

31%

9%

44%

English II Grade Distribution by Teacher (Quarter 1) (Quarter 2)

ABCDF

The Self-Directed Improvement System™ SDIS™ | Action PlanReading/Language Arts

Carter 1 Day 1 Lumpkin 1

Carter 2 Day 2 Lumpkin 2

0%

20%

40%

60%

80%

100%

1%15%

25%12% 12% 13%

21%

13%

18%32%

16% 8%

36%17%

37% 35%

11% 27%

37%

20%

19% 20%

19%

41%

35%

1% 2%

43%

11%

English I Grade Distribution by Teacher (Quarter 1) (Quarter 2)

ABCDF

Reading/Language ArtsClass Number of

Students Scheduled

Weeks Completed

Average Sessions

Completed

Minimum Session

Goal

Average Comprehension

last 7 days

Lumpkins D2

21 15 3 48 84%

LumpkinsD5

21 16 5 48 60%

Eweka D4

12 17 37 48 70%

Findings: Students in Reading Plus are in grades 9 and 10 only and scored Basic on the English I EOC or TCAP Test. Nine percent of the students are on schedule. Four percent has received a warning for not meeting the on schedule status. Eighty-seven percent are using Reading Plus insufficiently. Our goal is to have all students scheduled for Reading Plus meet the requirement of 90 minutes per week, and all students with comprehension of 70% or greater.

Reading Plus Usage Data

Reading/Language ArtsWhat’s working1. Reviewing student common assessment data from the Common Assessment and

Discovery Formative Assessments to identify areas of proficiency and deficiency for students in PLC settings.

2. Increase in professional development on effective teaching strategies and checking for understanding.

3. Internal and external mentoring for new teachers4. Focused interventions based on student needs5. On-site and off-site learning walks 6. Blended Instruction7. Rigor, Relevance, and Relationship Framework8. NRA Instructional Design

Challenges1. Increased student to teacher ratio in English II classes2. Lack of computers for interventions3. Common assessment and lesson alignment

Next Steps• Extended Contract for EOC selected students and Homework Center tutoring• Administering Mock Assessments aligned to the EOC• Implementing Sheffield High School Literacy Initiative• Implementation of Mobis and All in Learning System to create a quicker

turnaround in disaggregating and analyzing data• Book studies and increased professional development to improve instruction• Action plan for all teachers with failure rates above 18%• Mrs. Branch’s bubble students (41) and two classes have been moved to Ms.

Lumpkins switching her to Reading Plus.• Additional computers have been purchased allowing a lab on each floor and an

additional cart increasing usage for interventions. • Interdisciplinary common planning• Teacher Coaching Team (Day)• Personalized PD to accommodate individual teacher needs

The Self-Directed Improvement System™ SDIS™ | Action Plan

Data

Execute

Proficiency Target

Feedback

Strategy

Baseline AssessmentsDistrict Discovery Formative Assessment Test A

Chancery SMS (Grade Distribution)Reading Plus and KaplanSchool-Wide Common Assessment

District Discovery Formative Assessment Test A Data25.66% prof/adv-Chancery SMS (Grade Distribution) English II Data- Quarters 1F=24%; D=31%, C=54%; B= 56%; A=32%Reading Plus Usage Enrolled=ActiveAvg sessions completed=7.3Avg comprehension=75%

1. Why are students scoring below 85% on targeted skills?

2. How can we help all students attain 85% proficiency?

3. What strategies did the teachers use to teach the skills?

4. Are teachers frequently checking for understanding throughout their lessons?

5. How can we ensure that 100% of students scheduled in Reading Plus are “On Schedule”?

•Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings. •Continue to review the syllabi from all teachers to determine SPIs that were taught and to be taught and review of teaching strategies.• Continue to provide professional development on effective teaching strategies and checking for understanding.•Ensure that at least 50 students are enrolled, scheduled, and on schedule in Reading Plus.•Ensure that Reading Plus students complete 90 minutes per week and have at least 70% reading comprehension. •Continue to offer the following interventions: Reading Plus, Gateway Language Pull-Out Sessions during the school day, Increased Learning Time (SIG), Extended Contract After-School Tutoring, Saturday School.•Incentives for Kaplan and Reading Plus usage

Who? Principal, English II teachers Does What? Continue the EOC English II Intervention based upon the levels of proficiency; When? OngoingWho? English II teachers , Principal, Instructional Facilitator Does What? Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings; When? Daily during Blitz with Collaborating Teachers; Faculty Meetings (Wed.) Who? Instructional Facilitator Does What? Continue to review the syllabi for SPI’s and teaching strategies; When? Quarterly; Weekly Who? Instructional Facilitator & SIG Coordinator Does What? Provide professional development on effective teaching strategies and checking for understanding; When? Bi-monthly (As needed) Who? Instructional Facilitator, Reading Plus Teachers Does What? Ensure that at least 50 students are enrolled in Reading Plus, scheduled, and “On Schedule”; When? Daily, WeeklyWho? Reading Plus Teachers Does What? Ensure that students complete 90 minutes per week and have at least 70% reading comprehension When? DailyWho? Reading Plus Teacher, Literacy Coach, SIG Coordinator, SES Coordinator, Extended Contract Coordinator Does What? Implement interventions: Reading Plus, Gateway Pullout Sessions, Increased Learning Time (SIG),, Extended Contract, Saturday School; When? Daily, Some Saturdays

•Meet or Exceed the New Goal of 37% Proficient/Advanced on English II EOC.•85% Proficient and Advanced on the District Formative and School wide Common Assessments•Meet or Exceed the District Reading Plus Benchmark of 90 Minutes Per Week and 70% Reading Comprehension.•All Proficient and Advanced students completing 5 hours weekly on Kaplan ACT

%Correct

MedianState %ile

Avg.Scale Score


# % # % # % # % # %

Test 1 Results SHEFFIELD HIGH Algebra I Grade HS (ABC)

Grade HS 34.8 24 1600 15 7.5 28 14.0 77 38.5 80 40.0 200 100

Test 2 Results Test 1 Results SHEFFIELD HIGH Algebra I Grade HS (ABC)

Grade HS 39.6 43 1604 11 5.8 51 26.7 85 44.5 44 23.0 191 100

Algebra 1

http://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=7085&f_format=by_subject&f_subject=A1&f_grade=HS&state=grade&sk=7085&dk=111&sn=Sheffield%20High%20

http://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=7085&f_format=by_subject&f_subject=A1&f_grade=HS&state=grade&sk=7085&dk=111&sn=Sheffield%20High%20


1511

28

51

7785 80

44

Discovery Assessment Algebra I A & BAlgebra I

Math


Findings: The percentage of failing grades decreased during the 3rd quarter for Mrs. Arnold and Mrs. Tsirgiotis. Mrs. Jackson had an increase in failing grades. Mrs. Arnold had the greatest percentage of failing students for the 3rd quarter, but she does have the largest number of English II students. Mrs. Jackson had the largest percentage of students earning a grade of C or better for Quarter 3.

Algebra I

Burton Waldrip Burton Waldrip0%

20%

40%

60%

80%

100%

2%

19%12%

23%

3%

26%

24%14%

38%

30%

31% 28%

43%

11%18% 16%

13% 15% 18%

Algebra I Grade Distribution by Teacher (Quarter 1) (Quarter 2)

ABCDF


Findings: The average number of students increased each week due to routine beginning of the year schedule changes. As to date, we have not achieved an average of 90 minutes each week. However, we have rescheduled students during the extra learning time to assist with Stanford Math time. Teachers with Intervention students will be approached and encouraged to ensure intervention students meet 90 minute per week goal. Availability of computers is also a problem that will be addressed.

MathSheffield High School’s

Stanford Math PerformanceNumber

of Students

Average Minutes

Average % Correct

Correct on First Attempts Percent Correct on First Attempts

Intervention September 10-14 1 5.4 88.2% 15.0 88.2%

September 17-21 14 89.5 44.0% 91.1 40.2%

September 24-28 11 37.4 61.7% 26.0 54.5%

October 1-5 17 22.5 45.0% 7.1 39.2%

October 8-12 34 41.3 49.4% 19.5 43.7%

Average 15.4 39.1 57.6% 31.7 53.1%AllSeptember 10-14 17 46.9 70.5% 46.8 63.9%

September 17-21 14 89.5 44.0% 91.1 40.2%

September 24-28 27 49.6 49.2% 39.8 44.1%

October 1-5 42 66.6 53.4% 40.6 46.4%

October 8-12 53 46.4 52.1% 22.5 46.5%

Average 30.6 59.8 53.8% 48.1 48.2%


Findings: The average number of students remained consistent with the exception of November 19th due to Thanksgiving holidays. As to date, we have not achieved an average of 90 minutes each week. However, we have rescheduled students during the extra learning time to assist with Stanford Math time. Teachers with Intervention students will be approached and encouraged to ensure intervention students meet 90 minute per week goal. Availability of computers is also a problem that will be addressed.

MathSheffield High School’s

Stanford Math PerformanceNumber

of Students

Average Minutes

Average % Correct

Correct on First Attempts Percent Correct on First Attempts

Intervention November 05-09 32 39.2 57.6% 15.7 50.1%November 12-16 32 47.4 49.8% 18-8 45.4%November 19-23 15 18.8 61.0% 4.4 55.9%November 26-30 39 61.3 55.8% 29.1 50.0%December 03-07 37 62.5 57.1% 27.5 51.2%

Average 31 45.8 56.3% 19.1 50.5%AllNovember 05-09 52 56.2 56.4% 35.2 49.8%

November 12-16 53 53.9 48.0% 28.7 42.7%

November 19-23 27 33.0 50.8% 26.6 43.2%

November 26-30 61 71.4 55.7% 50.2 50.1%

December 03-07 60 74.4 57.9% 44.2 51.9%

Average 50.6 57.8 53.8% 36.9 47.5%

Math

What’s working1. Reviewing student common assessment data from Common Assessment

and Discovery Formative Assessments to identify areas of proficiency and deficiency for students in PLC settings.


3. Decrease in the number of failing students from focused interventions.4. No failure option

Challenges1. Lack of computers for students in need of interventions.2. Stanford Math students meeting the Average Minutes (90) and the

Percentage of Correct First Attempts (100)%.3. Students identified as below basic are not in plus class due to a lack of plus

teachers

Next Steps• Extended Contract for EOC selected students and Homework Center tutoring• Administering Mock Assessments aligned to the EOC• Implementing Sheffield High School Literacy Initiative • Implementation of Mobis and All in Learning System to create a quicker

turnaround in disaggregating and analyzing data• Book studies and increased professional development to improve instruction• Action plan for all teachers with failure rates above 18%• Additional computers have been purchased allowing a lab on each floor and an

additional cart increasing usage for interventions. • Interdisciplinary common planning• Teacher Coaching Team (Burton)• Personalized PD to accommodate individual teacher needs


Data

Execute

Proficiency Target

Feedback

Strategy

Baseline AssessmentsDistrict Discovery Formative Assessment Test A

Chancery SMS (Grade Distribution)Stanford Math

District Discovery Formative Assessment Test AProf/Adv= 22.58%Chancery SMS (Grade Distribution) Algebra I Data- Quarters 1F=21%; D=29%; C=68%; B=54%; A=27%Stanford Math UsageStudents=31; Avg Mins=60;Avg % correct=54% ;correct 1st attempt=48%

1. Why are students scoring below 85% on targeted skills?

2. How can we help all students attain 85% proficiency?

3. What strategies did the teachers use to teach the skills?

4. Are teachers frequently checking for understanding throughout their lessons?

5. Why are students not meeting the 100% Correct on First Attempts goal?

•Continue EOC Algebra I Blitz/Intervention based upon the levels of proficiency. •Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings. •Continue to review the syllabi from all teachers to determine SPIs that were taught and to be taught and review of teaching strategies.• Continue to provide professional development on effective teaching strategies and checking for understanding.•Continue to provide intervention to students enrolled in Stanford Math by Stanford Math teacher.•Continue to offer the following interventions: Stanford Math Lab, Gateway Mathematics Pull-Out Sessions during the school day, Increased Learning Time (SIG), SES & Extended Contract After-School Tutoring.

Who? Principal, Algebra I teachers Does What? Continue the EOC Algebra I Intervention based upon the levels of proficiency; When? OngoingWho? Algebra I teachers , Principal, Instructional Facilitator Does What? Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings; When? Daily during Blitz with Collaborating Teachers; Faculty Meetings (Wed.) Who? Instructional Facilitator Does What? Continue to review the syllabi for SPI’s and teaching strategies; When? Quarterly; Weekly Who? Instructional Facilitator & SIG Coordinator Does What? Provide professional development on effective teaching strategies and checking for understanding; When? Bi-monthly (As needed) Who? Stanford Math Teacher Does What? Continue to provide intervention to students enrolled in Stanford Math by classroom teacher; When? Daily Who? Stanford Math Teacher, Mathematics Coach, SIG Coordinator, SES Coordinator, Extended Contract Coordinator Does What? Implement interventions (Stanford Math, Gateway Pullout Sessions, Increased Learning Time, SES, & Extended Contract; When? Daily

•Meet or Exceed the New Benchmark of 43% Proficient/Advanced on Algebra I EOC.•85% Proficient and Advanced on the District Formative and School wide Common Assessments•Meet or Exceed the District Stanford Math Benchmark of 90 Minutes Per Week and 100% CFA.•All proficient and Advanced students complete 5 hours weekly on Kaplan

%Correct

MedianState %ile

Avg.Scale Score


# % # % # % # % # %

Test 1 Results TN Memphis Biology Grade HS (ABC)

Grade HS 38.1 29 1563 6 3.3 43 23.5 77 42.1 57 31.1 183 100

Test 2 Results TN Memphis Biology Grade HS (ABC)

Grade HS 34.9 29 1556 3 1.9 17 11.0 60 38.7 75 48.4 155 100

Biology

http://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=7085&f_format=by_subject&f_subject=BI&f_grade=HS&state=grade&sk=7085&dk=111&sn=Sheffield%20High%20

http://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=7085&f_format=by_subject&f_subject=BI&f_grade=HS&state=grade&sk=7085&dk=111&sn=Sheffield%20High%20


6 3

43

17

77

60

57 75

BiologyBiology

Test 1 to Test 2 Distribution of Change

The Self-Directed Improvement System™ SDIS™ | Action PlanBiology

Davis 1 Federoff 1

Davis 1 Federoff 1

0%

20%

40%

60%

80%

100%

8% 9% 9% 13%

17% 22% 20%26%

31% 19%

42% 24%

36%

28%

28%

21%

9%24%

2%17%

Biology Grade Distribution by Teacher (Quarters 1) (Quarter 2)

ABCDF

ScienceWhat’s working1. Reviewing student common assessment data from the Common Assessment and Discovery

Formative Assessments to identify areas of proficiency and deficiency for students in PLC settings.


3. Internal and external mentoring for new teachers4. Focused interventions based on student needs5. On-site and off-site learning walks 6. Blended Instruction7. Rigor, Relevance, and Relationship Framework8. NRA Instructional Design9. Usage of AP standards for instruction

Challenges1. Lack of computers and resources for interventions2. No daily common planning for Biology teachers.3. Common assessment and lesson alignment

Next Steps• Extended Contract and Home Center tutoring• Administering Mock Assessments aligned to the EOC• Implementing Sheffield High School Literacy Initiative• Continued usage of data trackers and data analysis in PLCs• Book studies and increased professional development to improve

instruction• Action plan for all teachers with failure rates above 18%• Additional computers have been purchased allowing a lab on each floor and

an additional cart. • Interdisciplinary common planning• Teacher Coaching Team• Increase in Teachscape recordings to create the professional Development

Library

ACT

ACT Score Analysis for Non Kaplan Students

Number of Non Kaplan Students- 44

Number of Students scoring a 17 or higher- 17Total Number of Students with an Increase - 20

•One Point- 8•Two Points- 9•Three Points- 2•Five Points- 1

Number of Students with a Decrease of 1-3 points- 15

*Fourteen Non Kaplan students were not included in this analysis due to students taking the ACT make-up and scores still pending, students who transferred from the MCS district, and students who did not test.

ACTACT Score Analysis for

Kaplan StudentsNumber of Kaplan Students- 77

Number of Students scoring a 17 or higher- 10Total Number of Students with an Increase - 39

•One Point- 11•Two Points- 10•Three Points- 1•Four Points- 4•Five Points- 2•Seven Points- 1

Number of Students with a Decrease of 1-4 points- 22

*Fifty-seven Kaplan students were not included in this analysis due to students taking the ACT make-up and scores still pending, students who transferred from the MCS district, and students who did not test.

Score of 17+ Increase Decrease0

5

10

15

20

25

30

35

40

10

39

22

1720

15KaplanNon Kaplan

Comparison of ACT Score Analysis for Kaplan Students vs. Non Kaplan Students

9th Grade Student UsageOverall Lesson Completion | K12 ACT

On Demand | 84 Enrolled Students• English: 3 % (12 of 418 complete)

• Math: 2 % (21 of 931 complete)

• Reading: 4 % (6 of 171 complete)

• Science: 3 % (4 of 133 complete)

• Writing: 5 % (6 of 114 complete)

Student Usage• Enrolled

Students: from 70 to 84

• ActiveStudents: from 10 to 12

• Avg. LoginsPer Student: from 6.6 to 8

• Avg. TimeOnlineper Student: from 2.09 hours to 2.29 hours

• Avg. TimePer Sessionper Student: from 0.32 hours to 0.29 hours

10th Grade Kaplan Usage

Overall Lesson Completion | K12 ACT On Demand | 64 Enrolled Students

• English: 3% (19 of 550 complete)

• Math: 12% (144 of 1225 complete)

• Reading: 2% (4 of 225 complete)

• Science: 6% (11 of 175 complete)

• Writing: 2 % (3 of 150 complete)

Student Usage

• EnrolledStudents: from 48 to 64


• Avg. LoginsPer Student: from 6.2 to 19.5


• Avg. TimePer Sessionper Student: from 0.29 hours to .32 hours






• Science: 12 % (136 of 1176 complete)

• Writing: 2% (16 of 1008 complete)

Student Usage• Enrolled

Students: from 100 to 359


• Avg. LoginsPer Student: from 6 to 11.5








• Science: 6% (18 of 294complete)

• Writing: 2% (4 of 252 complete)

Student Usage

• EnrolledStudents: from 47 to 68


• Avg. LoginsPer Student: from 7.2 to 10.4



School-wide Kaplan UsageOverall Lesson Completion | K12 ACT

On Demand | 8 Classes • English 5%184 of 3740 complete

• Math 6 %481 of 8330 complete

• Reading 4 %56 of 1530 complete

• Science 8%101 of 1190 complete

• Writing 2 %21 of 1020 complete

Usage Average | K12 ACT

On Demand | 4 Classes

• Online Lesson Completed 5%843 of 15810 Lessons Complete

• Time Online/ per class avg.: from 7.16 hrs per wk to 8.49 hrs per week

Kaplan Practice Test Score Distribution

Composite Score # of students

22 1

21 1

20 2

19 4

18 3

17 6

16 11

15 16

Total 28=16+ / 44=focused intervention

ACTWhat’s working1. All students have been provided with log in information2. Implementation of Kaplan ACT Foundations classes3. Incentives for students reaching 5 hours completion weekly4. Selected cohort of 9th, 10th, and 11th grade students in ACT class

with a high performing teacher

Challenges5. Lack of computers to provide identified students with ACT

enrichment6. Lack of subject area teachers available to assist with Kaplan ACT

The Self-Directed Improvement System™ (SDIS ™)

Data Proficiency Target93 %-

Attendance

Feedback

Strategy

Baseline Assessments

•11th grade homeroom teachers and teachers associated with ACT Complete and ACT Foundations have a copy of the juniors’ usernames and passwords; These teachers continue to ensure that juniors they teach have their assigned username and password and encourage juniors to login and use Kaplan ACT On-Demand. •ACT Complete courses have completed; By using the English III classes as an avenue for this course, this helped students to become familiar with the ACT test and provide strategies; It also provided students an opportunity to access the online course.•ACT Foundations classes are continuing and are taught by Sheffield High teachers. This course helps students to review content most commonly tested; This class also provides students an opportunity to access the online course.

Kaplan ACT Data

Increase the number of actively enrolled juniors by 75%. Increase the usage of 9th and 10th graders enrolled by 50% and increase usage to 5hours weekly

ExecuteWho? 11 Grade Homeroom Teachers, Teachers w/ ACT Complete and ACT Foundations Does What? Continue to ensure that juniors have their user name and password and encourage use of Kaplan ACT On-Demand. When? As needed

Who? SHS Math & English Teacher Does What? Help students to review content most commonly tested; This class provides students an opportunity to access the online course. When? Daily

Why was there an increase in the number of juniors active in Kaplan ACT On Demand?

EnrolledStudents: 100ActiveStudents: 36Avg. LoginsPer Student: 6Avg. TimeOnlineper Student: 1.7 hoursAvg. TimePer Sessionper Student: 0.28 hours

COMPARISON DATACURRENT (YTD) 2011-2012 2010-2011

SUSPENSIONS 196 721 648

EXPLUSIONS 51 142 110

REFERRALS 303 1020 1022

YEAR TO DATE

REFERRALS

9TH 20BOYS

9TH GIRLS

10TH BOYS

10TH GIRLS

11TH BOYS

11TH GIRLS

12TH BOYS

12TH GIRLS

1st 20 5 5 8 2 6 5 4 3

2nd 20 16 5 5 6 7 9 6 4

3RD 20 14 10 6 2 7 14 7 0

4th 20 12 12 6 7 11 14 2 5

5th 20 18 10 21 7 16 2 10 3

SUSPENSIONS9TH

BOYS9TH

GIRLS10TH

BOYS10TH

GIRLS11TH

BOYS11TH

GIRLS12TH

BOYS12TH

GIRLS1st 20 5 5 8 2 6 5 4 3

2nd 20 16 5 5 6 7 9 6 4

3RD 20 14 10 6 2 7 14 7 0

4th 20 8 7 4 10 3 6 2 5

5th 20 6 5 3 2 6 1 10 3

EXPULSIONS9TH

BOYS9TH

GIRLS10TH

BOYS10TH

GIRLS11TH

BOYS11TH

GIRLS12TH

BOYS12TH

GIRLS1st 20 0 0 0 0 0 0 0 0

2nd 20 6 0 0 0 0 0 2 0

3RD 20 5 2 6 5 5 1 3 0

4th 20 0 0 5 0 0 0 0 3

5th 20 6 2 0 0 0 0 0 0

DisciplineWhat’s working1. Substantial decrease in the number of referrals and

suspensions due to consistent rules and procedures in classrooms and in the hallways

2. Students feel comfortable sharing information with administrators and school security

3. Continued administrative walkthroughs, hall sweeps, and administrative/teacher visibility

4. At-risk students receive mentoring from teachers before and after school

5. Senior lounge for students not having incidents6. Classroom Ambassadors

Challenges7. Issuing ID badges and utilizing Plasco

Next Steps

• Issuing ID badges to all students in order to utilize Plasco

• Nobleman and Ladies of Pearls Clubs to create positive activities and peer interactions (Churches and organizations have donated suits and ties)

• Grade level competitions for decreased tardies and referrals

• Snack packs for exclusive members of the Royal Family who are in complete uniform

• Incentives and rewards for appointed Knights


Data

Execute

Proficiency Target

Feedback

Strategy

Baseline Assessmen

tsPositive Behavior Interventions and Support Student Data

•Referrals- see slides

•Suspensions- see slides

•Expulsions- see slides

Why was there a decrease in the number of expulsions? Student maintained levels 1 and 2 offenses that prevented from reaching expulsion level; More administrative walk-throughs, hall sweeps, and visibility, more teacher visibility. Students are comfortable sharing information with the administrators and school security.

•Continue to review the steps for Student Behavior Intervention with teachers in the School wide Discipline Plan.•Continue to increase administrative walk-through and visibility.•Continue teacher visibility.•Continue to monitor student uniforms.•Continue to issue more Parent Conferences.•Teacher PD- Regional Professional on Classroom Management.•Continue to review school wide expectations with all students.

Reduce the number of referrals, suspensions, and expulsions by 50%.

Who? PBIS Coordinator, School wide Discipline Committee Does What? Continue to review steps for student behavior intervention in the school wide discipline plan in a PLC setting. When? Weekly Who? School Administrators Does What? Increase walkthroughs and visibility. When? Daily Who? Teachers Does What? Visibility When? Daily Who? Administration, All Faculty and Staff Does What? Monitor Student Uniforms When? Daily Who? School Administrators & Teachers Does What? Issue more parent conferences. When? Daily Who? Teachers Does What? Participate in professional development on classroom management. When? As needed. Who? School Administrators & Teachers Does What? Continue to review school wide expectations When? Daily

2012-13 Graduation Rate

What’s working1. Graduation Coach & Senior Counselor tracking our active student’s individual progress through

individual Ed Plan & Transcript Evaluations. (191 Active Members + 4 Early Grads=195) 2. Graduation Rate Tracking Team researching and finding students from unofficial 2012-13 Cohort list

and obtain proper documentation to present to the State.3. Implementing Course Recovery/eLearning, Capstone Tutorial, Dual Enrollment, and ACT Tutorials

during the course of the school day (D8) through SIG’s Extended Day.4. Using eSchool to increase number of electives to ensure each student has three electives in a focus

area to meet Tennessee Diploma Project Requirement.5. Enrolling seniors that need online classes in Drivers Education to meet MCS graduation requirement. 6. Monitoring seniors progress with eSchool and Regular Ed coursework to ensure each student remains

on-track for graduation.7. Continuing to increasing parental involvement by holding report cards and contacting parents of

student that are in the process of failing a class and schedule mandatory parent/teach conferences and interventions.

8. Continuing After School & Saturday Tutorial Program, through Extended Contract and Extended Learning, that focuses on eSchool and Capstone Completion.

What’s not working -Based on data9. After school eSchool.10. Getting OAG students enrolled in Prep-School.

Graduation Rate Tracking Team

Objective: Tracking & Documenting Projected 2013 Cohort Members and Assist Graduation Coach in Monitoring the Currently Enrolled 2013 Cohort Members.

E. Bell, Graduation CoachK. Martin, Assistant PrincipalK. Durham, Senior CounselorD. Veasey, SMS SecretaryU. Garrett, Record Secretary D. Curruth, Parent Counselor/Attendance SecretaryM. Garay, ESL SupervisorK. Durham, Junior Counselor

“COMMITTED TO GRADUATION”

Meet Every Friday to Report Progress on finding missing cohort

members.

GRADUATION RATE

2012-13 Cohort Membership 258

Members Active 191

Members Early Grads 4

Graduation Status Not On-Track 77

On Track 181

Diploma Type Regular 181

Certificate Of Completion 10

Completed Online NOT MET 167

Enrolled Online NOT MET 21

Need Online NOT MET 0

Sheffield High School 2012-2013 Cohort Summary Report Totals

Total Number of 2012-13 Cohort 258Total Number of Active Cohort Member Currently Enrolled 191

Total Number of Early Graduates 4

Total Number of 2012-13 Cohort Meeting Graduation Requirements 181

Total Number of 2012-2012 Cohort Members not on track for graduation (67 missing cohort member + 10 Certificates of Completions = 76)

77

Total Number of Inactive cohort Members(63 (14 found) missing members + 4 Early Graduates)

63-14=53Total Number of 2012-13 Currently Enrolled in eSchool 21Total Number of SPED Students in 2013-2013 Cohort 33


Data

Execute

Proficiency Target 84.8%

Feedback

Strategy


SHS 2012-13 Active Cohort (PowerSchool)SHS Total Number of 2012-13

Cohort Members(Actively Enrolled) = 191

(Early Graduated) Included in Inactive = 4Total Cohort Members =195

Why are only 70% of the students on track for graduation? 8 SPED students were put on Portfolio and are unable to receive a diploma on-time. 1 regular ed. student is expelled and the students that are deficient in credits to graduate are unable to enroll in Prep-School. Still locating documentation on students coded 01,02, 04 & 05.

Keeping those on-track for graduation on-track

• Continue to offer Credit Recovery/eLearning Courses and Capstone tutorials during the course of the day and continue to offer after-school tutoring, ACT Prep and Dual Enrollment Classes.

• Continue holding periodic senior intervention meetings with parents and teachers. Holding report cards of seniors failing needed coursework and issuing mandatory parent-teacher conferences

Work with Ms. Ealy to Get Students into Prep-School

• Continue to work with Innovative Schools to get students needing Prep-School accepted.

• Assist these student by enrolling them in eSchool coursework each enrollment period and providing assistance during D8.

• Divided 53 missing members between Graduation Tracking Team.

• D8 Credit Recovery teachers-History-M. DanielScience-B. DavisMath-S. SheltonEnglish-L. Johnson

D8 eLearning TeachersAccounting-J. BoozerComputer App-C. Duncan

D8 Capstone SupportCapstone-G. EwekaCapstone- S. Wilson

• Graduation Coach & Senior Counselor will monitor student progress and arrange for necessary interventions and schedule necessary parent teacher meetings.

• eSchool Coordinator and Graduation Coach will monitor student progress in Blackboard and PowerSchool.

• Graduation Tracking Teach will report out every Friday on progress with finding missing cohort members and provide proper documentation.

Sheffield High Senior Cohort will meet and exceed the 84.8% Graduation Rate.

Projected Graduation Rate = (70%) (SMS Chancery Data& Official State Report)

Graduation Tracking Sheet

C:\Documents and Settings\bellel\Desktop\Tracking Speadsheets\class of 2011-12 tracking sheet if all active student graduate.xls

Period 1 Period 2 Period 3 Period 4 Period 5 9 Female 9 Male 10 Female 10 Male 11 Female 11 Male 12 Female 12 Male75

80

85

90

95

100

Attendance Periods

Attendance

What’s working1. Teachers are entering attendance daily within 10 minutes of class.2. Attendance Secretary, Parent Counselor, ESL Mentor and

Teachers continue to identify students who have unexcused absences, tardies and those that are repeatedly truant.

3. Administrator assigned to checking the accuracy and consistency of teachers taking attendance daily

Our Challenges4. A few teachers have not updated absences to tardies.5. Consistency in the SART/SARB process6. Students not consistently living with parents7. Increased homelessness among student population

The Self-Directed Improvement System™ (SDIS ™)

Data Proficiency Target93 %-

Attendance

Feedback Strategy


Why was there a decrease between attendance periods?•Due to slight schedule changes, teachers have not updated attendance for 6th and 7th attendance periods which will reflect tardies instead of absences.

•Attendance Secretary will continue to adjust inaccurate attendance and Parent Counselor will identify and report students who are repeatedly truant to the Truancy Office.

•All teachers are not taking attendance on a daily basis.

•Teachers will continue to input daily attendance within 10 minutes of each class period and update inaccurate attendance from 6th and 7th attendance periods.•The Attendance Secretary, Parent Counselor, ESL Mentor and Teachers will continue to identify students who have absences and tardies to school and class.•Administrators will continue to issue Parent Conferences to students with unexcused absences and tardies to school and class; Daily monitoring of students attendance, Incentives are in place to encourage students to arrive to school on time.

2011 Chancery SMS

Student Attendance Data

•See slides

93 % or More Overall

Attendance Each 20 Day Period

ExecuteWho? Teachers Does What? Continue to enter attendance into Chancery with 10 minutes of each class period and update inaccurate attendance. When? Daily

Who? Attendance Secretary, Parent Counselor , ESL Mentor and Teachers

Does What? Continue to identify students who have unexcused absences and tardies to school and class; Report truant students to truancy office; Identify teachers who are not updating g attendance daily When? Daily Who? Administrators Does What? Issue parent conferences to students with absences and tardies to school and class. Monitoring of teachers updating attendance. When? Daily

Summary

• Increase percentage of proficiency (85%) on Algebra I, English I, English II, and Biology SPI’s based on common assessments.

• Increase percentage of Correct First Attempts and maintain the 90 minutes/week/student in Stanford Math.

• Increase usage and comprehension of Reading Plus.• Increase student participation in interventions based on student rosters.• Increase the number of active juniors using the Kaplan ACT On-Demand. • Continue to decrease student absences and tardies to school and class.• Continue to track our senior students’ and students in grades 9-11

progress toward completion of graduation requirements.• Continue to decrease the number of referrals, suspensions, and

expulsions.• Continue to make data-driven decisions that support academic and non-

academic student achievement.

Culture and Climate Shifts at Sheffield High School

• Blended Instruction

College Going Culture

• “College Application Week”

Nobleman Society

Ladies of PearlsThe Sheffield High School “Ladies in

Pearls” Etiquette club expects all members to conduct themselves in a manner that exemplifies the highest

standards of ethics and propriety in any endeavor or activity that could impact

or reflect upon our school. Pledge of Personal and Professional Conduct• Integrity -- I will demonstrate the highest standards of

individual conduct, personal accountability, integrity, trustworthiness, fair dealings, considerations of the rights of others, and the highest principles of good business relationships.

• Excellence -- I will strive to meet the highest standards of performance, quality, service and achievement.

• Honesty -- I will communicate directly, respectfully, honestly and openly, and avoid misrepresentation.

• Diversity -- I will support diversity -- promoting a working environment that embraces the similarities and differences all people bring to the organization.

• Respect -- I will respect and act fairly toward all those with whom I come into contact and refuse to engage in or tolerate any form of discrimination or harassment.

• Responsibility -- I will take responsibility for my actions and decisions and remain a careful steward of the funds and resources entrusted to me.

• Compliance -- I will comply with the Sheffield High School Code of Ethics, policies, procedures and school rules.

Ladies in Pearls Calendar of Events• October: • 19th- What does it mean to be responsible? (Meeting until 4 p.m.)• 24th- First Dress up Day!• 26th- View Misrepresentation (Meeting until 4 p.m.)• Responsibility Project: Mentor project with Elementary School and

creating Responsibility Posters to display around school. Create a video advertising Being Responsible in our building to be produced for Sheffield television

• November:• 2nd and 9th-What does it mean to be respectful and have self-

respect? (Respect Activities and Projects)• 16th- Ladies First Real-Talk: What do we need to do to change the

perception of girls at Sheffield? Projects• 20th- “Ladies in Pearls” Talent Show• 27th- Dress up Day!• Finer Things in Life outing: November 9th or 10th Shakespeare

Abridged at Iles Auditorium • Community Service: Can drive Month of November• December: Appreciation of the Women in Our Lives• 7th- Making crafts as gifts for women we appreciate (Invite Mrs.

Brooks)• 12th- Dress up Day and 1st semester Time for Tea women’s discussion•

Sheffield High School’s “House of Thunder”

Compstat Report #2

Documents

Transcript of Compstat Report #2